Tens and Ones: Place Value Check moves through four representations of two-digit numbers. Students count base-ten rods and cubes for numbers the key gives as 25, 18 and 40, complete a tens-and-ones chart for 52, 17, 60 and 83, translate clues like '4 tens and 1 one' into numerals, and finish by drawing 34 with vertical sticks for tens and dots for ones.
1.NBT.2
“Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a "ten." The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and O ones).”
The sheet passes numbers through every representation the standard implies: blocks to digits, digits to tens and ones, clues to numerals. The 60 row checks the tens-with-zero-ones special case.
Diagrams of rods and unit cubes, such as 2 ten-rods beside 5 cubes. Students write the digits and the total for each: 25, 18 and 40.
A table breaks four numbers into columns: 52, 17, 60 and 83 each get a tens count and a ones count.
Clue lines to convert, starting with 4 tens and 1 one = ______ and 1 ten and 6 ones = ______.
Question 12 reverses direction: draw vertical sticks ( | ) for tens and small dots for ones to show 34, then record how many of each.
Blocks on desks
Pair Part 1 with physical base-ten blocks so students build 25 before writing it.
Watch 17 and 60
Teen numbers and round tens are the two cases the standard singles out, and both sit in the Part 2 chart. Mark those rows first.
Drawing as assessment
Part 4's stick-and-dot drawing of 34 is quicker to scan than any written answer: three sticks, four dots, done.
Get started today
